1. Operant Principles (aka: Behavior Management)
Dr. Ayers
HPHE 4480
Western Michigan University

2. Sustaining Program Effect
Ultimate goal of a physical education program
What will students need to develop?
Physical Skills
Knowledge
Personal Social Skills
What type of skill is associated with management?
What is the ultimate goal of the teacher regarding student management?

3. Lesson Outcomes
Identify components of behavioral analysis applicable in physical activity contexts
Behavioral contingency
Reinforcement Procedures
Reinforcement Schedule
Reinforcement Hierarchy
Punishment

4. Behavioral Contingency (outcome)
Response
SD >R >C
Discriminating Stimulus Consequence

5. Discriminating Stimulus
Instructional Setting
Environment in which the response occurs
Set of controllable circumstances
Created by the instructor
Physical setting, person, activity

6. Response
Action that immediately follows the presentation of the discriminating stimulus
Window of opportunity; weigh choices carefully!
Verbal
Cognitive
Physical

7. Consequence Event that follow the response Reinforcer Punishment
Law of Probability: Given the same circumstances, the same response will occur if followed by an event perceived to be desirable (pleasing) by the performer

8. Reinforcement An event that immediately follows a behavior or response
INCREASES the probability that the behavior or response will occur again under the same circumstances

9. Types of Reinforcement
Positive: Presentation of “something” that increases the behavior or response
Negative: Withdraw or removal of “something” that increases the behavior or response
Escape/Aversion from an event perceived as unpleasant

10. Schedules of Reinforcement
Continuous: Every time (Beginner)
Variable: Every few times; no pattern
Fixed: Every X times; fixed number
Intermittent: Random

11. Hierarchy of Reinforcers
Edible- Consumable that meets a physiological need (water, candy, etc.)
Tangible- Valued as a possession
Token- May be exchanged
Social- Verbal, visual
Activity- Game, past-time
Stimulus Control- Initiated by the student

12. Premack Principle Give me what I want and you will get what you want
Pairing low frequency behavior with high frequency behavior
Low frequency (not perceived as a favorable)
High frequency (perceived as desirable/favorable)
Shift the ratio: Higher levels of “low” required to gain access to “high” frequencies

13. Reinforcement Principles
Reinforce small, but successive, approximations toward desired behavior
Reward frequently
Reinforce immediately after, not before
Reinforce clearly
Attempt
Correct response
General v. Specific

14. Reinforce consistently across behavior/ person
4:1 ratio (positive vs. negative or punishment)
Feedback sandwich
Positive, correction, positive

15. Punishment
Event that immediately follows a behavior that DECREASES the probability that the behavior will occur given the same circumstances
Predominant form of control in educational settings
Frequently misused
Negative reinforcement: Remove whatever increases behavior (e.g., attention for misbehavior)

16. Appropriate Uses of Punishment in Education
Dangerous
Self
Others
Disruptive
Places others or self in jeopardy
Defiant
Directly to teacher
Violates posted rules
Destructive
Property

17. Punishment Guidelines
Immediate
Remove the student from the setting
Maintain composure (time/space before response)
Consistency
Firm
Time Out
No peer interaction
No attention-seeking behaviors
Make sure this is not the goal of the student